A framework for a teaching toolkit in entrepreneurship education

Fellnhofer, Katharina

doi:10.1504/ijceell.2017.084835

Cited by 8 publications

(5 citation statements)

References 83 publications

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“…To avoid being compromised, Shulman argues that a signature pedagogy must be balanced across its fundamental dimensions of practice, in the context of this initial work, the development of habits of heart, mind and hands. These areas of focus are commonly found in the EE literature (see Souitaris et al, 2007;Fellnhofer, 2017;Nabi et al, 2018). However, they are specifically used here in the transformative sense of Shulman (2005a) vis-à-vis forming habits supportive of entrepreneurial agency.…”

Section: The Purpose Of Eementioning

confidence: 99%

A signature pedagogy for entrepreneurship education

Jones

2019

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Purpose The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE. Design/methodology/approach This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated. Findings This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship. Practical implications There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching. Originality/value This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

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Section: The Purpose Of Eementioning

confidence: 99%

A signature pedagogy for entrepreneurship education

Jones

2019

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“…Narratives, which the case method typically builds on, are considered an important technique to inspire students, construct entrepreneurial identity, invoke role models, and contribute to the creation of entrepreneurial opportunities (at least from a social-constructionist perspective) (Blenker et al, 2011;Gartner, 2007). Hence, not surprisingly, narratives have been actively used in entrepreneurship education in different forms, such as storytelling, documentaries, or embedded in teaching cases (Fellnhofer, 2017). Following this line of thinking, the case method has the potential to facilitate the learning process in entrepreneurship education.…”

Section: The Case Methodsmentioning

confidence: 99%

“…Entrepreneurial action, such as sensing and pursuing opportunities and mobilizing resources, happens in all types of entrepreneurial ventures; for example, start-ups and corporate entrepreneurship set the scene for entrepreneurial narratives. Stimulated by the case narrative, teaching entrepreneurship with the case method enables students to step into the role of an entrepreneur and engage in entrepreneurial thinking (Blenker et al, 2011;Fellnhofer, 2017).…”

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confidence: 99%

Case-based entrepreneurship education in and for the Nordic region

2022

From University Research to Student-Driven Spin-Off: The Case of Biodata

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Entrepreneurship refers to a process of exploring and exploiting entrepreneurial opportunities to create and capture economic, environmental, and social values (Baron & Shane, 2007). Entrepreneurship is an important means of creating our future (Pacheco, Dean, & Payne, 2010). Educating students to have the necessary entrepreneurial skills and mindset to act entrepreneurially (referred to as entrepreneurship education) is therefore high on the agenda of many higher education institutions. Examples of entrepreneurial skills that entrepreneurship education aims to increase are identifying new opportunities in the presently unknowable, creating value in uncertain situations, and making decisions based on few concrete details (Nabi et al., 2017).The aim of increasing students' entrepreneurial skills and mindset distinguishes entrepreneurship education from other-more functional-disciplines at higher education institutions, such as business and management education (Nabi et al., 2017). Entrepreneurship educators often draw on experiential learning process and make use of game-and design-based learning approaches to teach students these distinct entrepreneurial skills (Neck & Greene, 2011). Case teaching is a popular pedagogical approach to teaching entrepreneurship (Neck & Greene, 2011) because using cases enhances students' active participation, reflection, and discussion, which are critical elements of an experiential learning process to increase students' entrepreneurial skills and mindset. Despite these differences between teaching entrepreneurship and more functional disciplines, such as management and business, many entrepreneurship educators currently borrow case teaching methods and accompanying cases from business and management education to teach students the art of entrepreneurship (Neck & Greene, 2011). Scholars argue that too much functionality lessens the entrepreneurial spirit of the students and in the classroom

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“…Researchers suggested that entrepreneurial intentions may be one of the best predictions of behavior planned for starting a new business, and these intentions generally vary between individuals and can be learned (Fellnhofer, 2017;Krueger & Brazeal, 1994).…”

Section: Entrepreneurial Intentionsmentioning

confidence: 99%

The Role of Business Incubators in The Development of Entrepreneurship in Yemen

Hibah¹,

Alhakimi²

2021

JOI

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This research aims to identify the role of business incubators in developing entrepreneurship and creating new commercial enterprises. The research focuses on the pre-incubation stage, which is the critical stage in shaping the intention of entrepreneurs. It also focuses on factors such as incubator's performance, desirability self-efficacy, facilitation, feasibility, and perceived risk) that affect the success of entrepreneurship projects. The data was collected in the form of two types of questionnaires, a questionnaire for entrepreneurs who are within the incubation program, and a questionnaire for business incubators. The questionnaires were distributed on paper with a cover letter explaining the nature and purpose of the questionnaire. The data was analyzed and checked for reliability, and descriptive statistics were generated based on the data. The results showed that there are no standards to measure and monitor the performance of incubators, and there is no correlation between incubators and other official agencies. The results also revealed that the factors affecting entrepreneurs are closely related to the incubators’ performance levels because they affect the success or failure of the incubated projects. The majority of incubates indicated that funding is the main obstacle in their work in addition to the lack of multiple skills. Another finding of this study was that the entrepreneurs who joined the incubator program were inspired by the growth potential and lack of entrepreneurial skills. The current study provides an insight into the role of business incubators in developing entrepreneurship in Yemen. Recommendations are presented in this study for entrepreneurs incubated in the study environment in order to improve their current level, as well as for incubators to develop the level of services within the standards set by specialists and to provide an appropriate environment. Recommendations are also presented for the competent authorities and the foundation that support the incubators in order to organize the incubation process and-set standards.

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A framework for a teaching toolkit in entrepreneurship education

Cited by 8 publications

References 83 publications

A signature pedagogy for entrepreneurship education

A signature pedagogy for entrepreneurship education

Case-based entrepreneurship education in and for the Nordic region

The Role of Business Incubators in The Development of Entrepreneurship in Yemen

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